Course Content
CHA3U Course Outline
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Unit 1. Historical Inquiry and Skill Development
UNIT 1: HISTORICAL INQUIRY AND SKILL DEVELOPMENT Students will learn how to think like a historian and review different frameworks of historical inquiry, including: historical perspective, cause and consequence, continuity and change, and ethical judgement. Students will review primary and secondary sources to prepare for historical inquiry and research.
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Unit 2. The United States, Precontact To 1791
UNIT 2: THE UNITED STATES, PRECONTACT TO 1791 Students will explore Native American history and Native American societies present in the United States before European contact. Students will learn about daily colonial life as well as a focus on the Mississippians and the Iroquois, key groups affected by American colonialism. Students will also learn about the American Revolution, including: causes, events, and long term effects such as the implementation of democracy.
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Unit 4. The United States, 1877–1945
Unit 4: The United States, 1877–1945 Students explore how the United States played a part in World Wars, the Cold War, as well as other global conflicts. The Great Depression of the 1930’s is a turning point in American history and its causes and significance will be investigated. Shifts in social change over time such as women’s roles, labour rights, immigration, and the rights of African Americans will be examined.
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Unit 5. The United States Since 1945
UNIT 5: THE UNITED STATES SINCE 1945 Students will look at various reformative movements during this time period and how they changed people’s lives. Students will also learn about the 9/11 terrorist attacks and the important impacts and consequences stemming from the historical event. Students will analyse and compare the past few presidencies and explore their effects had around the world.
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Culminating Assignment / Exam
COURSE ASSESSMENT & EVALUATION: The process of assessing student learning is continuous and on-going. Teachers use information gathered through assessments to provide feedback for students, to guide instruction and develop individual learning goals for students. This is assessment for learning. Students use this feedback to continuously improve their achievement and set individual learning goals. This is assessment as learning. Information from assessments informs the teacher’s professional judgment, but is not used in determining the student’s level of achievement. Students will be given numerous and varied opportunities to demonstrate their achievement of the Overall Expectations across the four categories of achievement (Knowledge & Understanding, Thinking, Communication and Application). Evidence of student achievement of the Overall Expectations is collected over time from three different sources – observations, conversations and student products. Grading will be calculated according to the Achievement Chart categories. The final grade is determined by the following breakdown: 70 % - evaluations made at the end of units throughout the semester. 30% - final demonstrations of learning (culminating activities and/or final examinations)
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CHA3U – A
About Lesson

Instructions:

Please watch and listen to the following videos here:


You can have English subtitles on as you watch. Which you watch, you should write notes. You may need to watch the video more than once, or pause on important sections in order to write down what you need. I have included an example below for you: 

Video Notes On Historical Significance:

We know that the Japanese were interned during WW1, but that was not the first time. The Ukranians were interned first. 

Questions to ask to determine the historical significance of the event:

– How notable was the event at the time it was happening?

8,500 Internees, lost their right to vote, Interned over 6 years, forced labour, 107 Deaths.

– How widespread and lasting were the consequences after the event?

Labeling of people as “enemy aliens”, second class citizens, or criminals.

Cost of land/property/taxes taken was ~ $30-40 million – financial hardships, hard to recover. 

– Has the event become symbolic or representative of key historical issues or trends?

Ex. Dropping of the atom bomb in 1945 signals the beginning of the nuclear age 

Ex. Ukranian Internment: it represented Government indifferences towards minorities, and was also the first time that rights and freedoms were taken away (right to vote) because of wartime fear.

Video Notes On Evidence and Interpretation:

Video Notes On Continuity and Change:

Video Notes On Cause and Consequence:

Video Notes On Historical Perspective:

Video Notes On Ethical Judgement:

Please go to the following website and listen to the videos there:
https://tc2.ca/en/creative-collaborative-critical-thinking/resources/thinking-about-history/

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